(b) Knowledge and skills.
(1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to: (A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
Toon University-Comparing Number Values-Kinder-http: http://www.toonuniversity.com/flash.asp?err=509&engine=9
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
Fun4Brains - Counting 1-20 - Kinder http://www.juliasrainbowcorner.com/html/1to20.html
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.
ABC-Count Us In-Kinder: http://www.abc.net.au/countusin/games/files/feathercounter.swf
(5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.
PBS Kids-Pattern Matcher- http://www.pbs.org/parents/earlymath/prek_games_pattern.html
(7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
Story Place Pre-School-Swimming is Fun for Fish: http://www.storyplace.org/preschool/activities/funforfish.asp
(B)place an object in a specified position.
The Kids Place- Put it on the Shelf- http://www.thekidzpage.com/learninggames/shelfshapes.htm
(9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to:
(A)describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;
FisherPrice-Color the shapes-Kinder: http://www.fisher-price.com/us/littlepeople/section.asp?section=SHAPES
(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and
PBS Kids-Shape Matching- Kinder: http://nlvm.usu.edu/en/nav/frames_asid_102_g_1_t_1.html?from=grade_g_1.html
(C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).
Harcourtschool.com- Loading Shapes-Kinder: http://www.harcourtschool.com/activity/loading_shapes/
(12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
(A) construct graphs using real objects or pictures in order to answer questions; and
Kid's Zone-Create A Graph-Kinder: http://nces.ed.gov/nceskids/createagraph/
(B) use information from a graph of real objects or pictures in order to answer questions.
Kid's Zone-Create A Graph-Kinder: http://nces.ed.gov/nceskids/createagraph/
(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify mathematics in everyday situations;
Learning Planet-Count Your Chickens-Kinder: http://www.learningplanet.com/sam/cyc/index.asp
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
Illuminations: Boobie Bear's Outfit- Kinder: http://illuminations.nctm.org/ActivityDetail.aspx?ID=3
(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
National Library of Virtual Manipulatives-Pattern Blocks-http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_2.html?open=activities&from=grade_g_1.html
(D) use tools such as real objects, manipulatives, and technology to solve problems.
IXL- Geometry of Everyday Objects-http://www.ixl.com/math/practice/kindergarten-geometry-of-everyday-objects
(14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and
IXL- Geometry: Identify Solid Objects- http://www.ixl.com/math/practice/kindergarten-identify-solid-figures
(B) relate everyday language to mathematical language and symbols.
IXL- Fractions: Equal Parts- http://www.ixl.com/math/practice/kindergarten-equal-parts
(15) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
Sheppard Software- Early Math: Bugabaloo Shoes Addition- http://www.sheppardsoftware.com/mathgames/earlymath/bugabalooShoes.htm
Mathematics, Grade Kindergarten
(b) Knowledge and skills.
(1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
Toon University-Comparing Number Values-Kinder-http: http://www.toonuniversity.com/flash.asp?err=509&engine=9
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
Fun4Brains - Counting 1-20 - Kinder http://www.juliasrainbowcorner.com/html/1to20.html
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.
ABC-Count Us In-Kinder: http://www.abc.net.au/countusin/games/files/feathercounter.swf
(2) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:
(A)use language such as before or after to describe relative position in a sequence of events or objects; and
SoftSchools.com-Missing Number Game-Kinder: http://www.softschools.com/mathg.jsp?sign=MISS&sign2=MISS&name=Claudia&topMin=1&topMax=10&style=1&problems=30&submit=Generate
(B)name the ordinal positions in a sequence such as first, second, third, etc.
Internet for classrooms- The Cats in Line activity- http://www.janbrett.com/piggybacks/ordinal.htm#quiz
(3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to:
(A) share a whole by separating it into two equal parts; and
National Library Virtual Manipulatives - New Whole- Kinder: http://nlvm.usu.edu/en/nav/frames_asid_102_g_1_t_1.html?from=grade_g_1.html
(B)explain why a given part is half of the whole.
National Library Virtual Manipulatives - Fractions Part of a Whole- Kinder: http://nlvm.usu.edu/en/nav/frames_asid_102_g_1_t_1.html?from=grade_g_1.html
(4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.
National Library Virtual Manipulatives - Base Blocks Addition- Kinder : http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html?from=grade_g_1.html
National Library Virtual Manipulatives - Base Blocks Subtraction- Kinder http://nlvm.usu.edu/en/nav/frames_asid_155_g_1_t_1.html?from=grade_g_1.html
(5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.
PBS Kids-Pattern Matcher- http://www.pbs.org/parents/earlymath/prek_games_pattern.html
(6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to:
(A)use patterns to predict what comes next, including cause-and-effect relationships; and
National Library Virtual Manipulatives - Pattern Blocks- Kinder: http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_2.html?open=activities&from=grade_g_1.html
(B) count by ones to 100.
Apples 4 the Teacher- Counting to 100- http://www.apples4theteacher.com/math/games/100-number-chart-one.html
(7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
Story Place Pre-School-Swimming is Fun for Fish: http://www.storyplace.org/preschool/activities/funforfish.asp
(B)place an object in a specified position.
The Kids Place- Put it on the Shelf- http://www.thekidzpage.com/learninggames/shelfshapes.htm
(8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:
(A) describe and identify an object by its attributes using informal language;
Hartcourstschool- Money to Build a Robot-http://harcourtschool.com/activity/money_build_robot/
(B)compare two objects based on their attributes; and
Scholostic-Help Leo Find Matching Numbers: http://teacher.scholastic.com/activities/bll/leo/home/index.htm
(C)sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.
Sesame Street- Zoe;s Pet Shelter: http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/f1d9ed8b-163d-11dd-98c7-b9f43dcf5330/zoe_s_pet_shelter
(9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to:
(A)describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;
FisherPrice-Color the shapes-Kinder: http://www.fisher-price.com/us/littlepeople/section.asp?section=SHAPES
(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and
PBS Kids-Shape Matching- Kinder: http://nlvm.usu.edu/en/nav/frames_asid_102_g_1_t_1.html?from=grade_g_1.html
(C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).
Harcourtschool.com- Loading Shapes-Kinder: http://www.harcourtschool.com/activity/loading_shapes/
(10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:
(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same);
Kidport Kindergarten- Taller or Shorter-Kinder: http://www.kidport.com/GradeK/Math/MeasureGeo/MathK_Tall.htm
(B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);
Kidport Kindergarten-Same or Different- Kinder: http://www.kidport.com/GradeK/Math/MeasureGeo/MathK_Same.htm
(C) compare two containers according to capacity (holds more, holds less, or holds the same);
Kidport Kindergarten-Same or Different- Kinder: http://www.kidport.com/GradeK/Math/MeasureGeo/MathK_Same.htm
(D) compare two objects according to weight/mass (heavier than, lighter than or equal to); and
Primary Games-Coin Weighing-Kinder: http://www.primarygames.com/math/coinweighing/start.htm
(E) compare situations or objects according to relative temperature (hotter/colder than, or the same as).
PBS Kids-Measuring Up Game-Kinder: http://pbskids.org/clifford/games/measuring_up.html
(11) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to:
(A) compare events according to duration such as more time than or less time than;
Fun Brain- Double Fun Match-Kinder: http://www.funbrain.com/cgi-bin/fm.cgi?A35=2&A1=s&ASEP=TRUE&A2=8&Submit=Start+Game%2521
(B) sequence events (up to three); and
Learning Planet-123Order-Kinder: http://www.learningplanet.com/act/123order.asp
(C) read a calendar using days, weeks, and months.
Harcourtschool-Kinder- Days and Dates: http://www.harcourtschool.com/activity/days_and_dates/
(12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
(A) construct graphs using real objects or pictures in order to answer questions; and
Kid's Zone-Create A Graph-Kinder: http://nces.ed.gov/nceskids/createagraph/
(B) use information from a graph of real objects or pictures in order to answer questions.
Kid's Zone-Create A Graph-Kinder: http://nces.ed.gov/nceskids/createagraph/
(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify mathematics in everyday situations;
Learning Planet-Count Your Chickens-Kinder: http://www.learningplanet.com/sam/cyc/index.asp
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
Illuminations: Boobie Bear's Outfit- Kinder: http://illuminations.nctm.org/ActivityDetail.aspx?ID=3
(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
National Library of Virtual Manipulatives-Pattern Blocks-http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_2.html?open=activities&from=grade_g_1.html
(D) use tools such as real objects, manipulatives, and technology to solve problems.
IXL- Geometry of Everyday Objects-http://www.ixl.com/math/practice/kindergarten-geometry-of-everyday-objects
(14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and
IXL- Geometry: Identify Solid Objects- http://www.ixl.com/math/practice/kindergarten-identify-solid-figures
(B) relate everyday language to mathematical language and symbols.
IXL- Fractions: Equal Parts- http://www.ixl.com/math/practice/kindergarten-equal-parts
(15) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
Sheppard Software- Early Math: Bugabaloo Shoes Addition- http://www.sheppardsoftware.com/mathgames/earlymath/bugabalooShoes.htm